Fort Cherry School District
110 Fort Cherry Road
McDonald, PA 15057
724-796-1551
www.fortcherry.org
Robert W. Dinnen, Ph.D., D.Sc.
Superintendent
The Fort Cherry School District is a premier learning organization combining rural values
with big city cultural and educational opportunities, integrating traditional and emerging
state-of-the-art pedagogies in the context of a community-family-student-school
partnership that is technologically advanced and globally aware – focusing on individual
student success as its number one priority.
To educate each and every student of the Fort Cherry School District.
(If each is successful; all are successful.)
Brant T. Miller, Esq. ~ President
Bruce C. Sharpnack, M.D. ~ Vice-President
Elmo B. Cecchetti II ~ Treasurer
Michael G. Duran
Larry Heirendt
Christopher A. Lauff
Raymond E. Miller
Beverly A. Schwab
James D. White
Robert W. Dinnen, Ph.D., D.Sc.
Paul R. Sroka
Trisha A.V. Craig, Ed.D.
Dawn J. Smith
Jill M. Jacoby, Ed.D.
Jeremy R. Huber
Robert N. Motte
Jack A. Okorn
Jeffrey R. Marquis
Harold L. Purdy
Robert J. Zyra
Superintendent
Board Secretary/Business Manager
Director of Curriculum
Director of Special Education
Elementary Principal
High School Principal
High School Assistant Principal
Technology Coordinator
Director Support Services
District Police
Maintenance Supervisor
Letter from the Superintendent
1
Fort Cherry Elementary Center
2
Fort Cherry High School
3
Criteria for Measuring Success
4
PSSA
Introduction to the PSSA
FCSD Attendance and Graduation Rate
Grade 3 PSSA Math
Grade 4 PSSA Math
Grade 5 PSSA Math
Grade 6 PSSA Math
Grade 7 PSSA Math
Grade 8 PSSA Math
Grade 11 PSSA Math
Grade 3 Reading
Grade 4 Reading
Grade 5 Reading
Grade 6 Reading
Grade 7 Reading
Grade 8 Reading
Grade 11 Reading
Grade 4 Science
Grade 8 Science
Grade 11 Science
Grade 5 Writing
Grade 8 Writing
Grade 11 Writing
4
5
5
5
5
6
6
6
6
7
7
7
7
8
8
8
9
9
9
10
10
10
Performance Series
Introduction to the Performance Series Assessment
Normed Reference Reports
Reading, Grades 2-12
Math, Grades 2-12
Language Arts, Grades 2-12
Gains Reports
Reading, Grades 2-12
Math, Grades 2-12
Language Arts, Grades 2-12
11
11
11
11
12
12
12
13
13
ACT
Introduction to the ACT
Reading
Math
English
Science
Local Test Centers and Dates
14
14
14
14
14
14
Scholastic Aptitude Test (SAT)
Introduction to the SAT
Math
Reading
Writing
Local Test Centers and Dates
15
15
15
15
15
Academic Achievements
Class of 2009 Valedictorian and Salutatorian
Presidential Education Awards, Grades 6-12
Academic Awards and Scholarships
Sixth Grade Graduation Awards
16
16
17
18
Scholar Athletes
Athletic Awards and Scholarships
19
District Initiatives
Introduction
20
Accountability Block Grant
20
20
Classrooms for the Future Technology Coach
Dual Enrollment
20
Educational Assistance Program
20
Individuals with Disabilities Education Improvement Act 20
21
Math and Science Partnership
Range Resources
21
21
Safe and Drug Free Schools and Communities
Title 1
21
Title 2A
21
Title 3
21
Notice to All Parents
22
Public Notice on Right to Request Teacher Qualifications 22
Public Notice on Student Records
22
Public Notice on Special Education
Public Notice on Screening and Evaluation
Annual Notice to Protected Handicapped Students
Service for School-Age Exceptional Students
Public Notice of Exceptional Student Records
Services of Disabled Preschool-age Children
23
23
23
24
24
24
110 Fort Cherry Road
McDonald, Pennsylvania 15057
Home of the Rangers
Congratulations and Greetings to the Ranger Community!!!
In this Annual Report we note that on the most recently completed Math and Reading
PSSAs our students again averaged in the top half of all fourteen school districts in
Washington County, fourth overall – we continue to strive for first. Detailed data and
lists that continue to tell the great stories of our fantastic students, staff, and
community are enclosed in this annual report, too.
Of our recent graduates many are off to college or technical school and some will
serve our country. Some are now in the workforce, but all departed the halls of the
Fort educated and trained to begin their trek in the “real” world - as contributing
members of society.
Previous graduates have established themselves as leaders in virtually all fields –
business, law, medicine, entertainment, military, politics, healthcare, education,
government, clergy and athletics, to name a few – and importantly as good citizens.
We give our heartfelt thanks to parents, faculty, and the community for your
significant contributions. Keep up the great effort.
As we build upon excellence with our eager and energetic group of students, staff,
parents, and community, together, we continue providing the best possible education
for your children, our students.
Let’s continue our Winning Ranger Ways.
Please visit your schools; voice your concerns and compliments with your elected
board members; discuss your children’s progress and success with their teachers,
coaches, and principals; and feel free to contact any one of our staff, or call me
directly, at the school.
Very truly,
Robert W. Dinnen, Ph.D., D.Sc.
Superintendent
“Student Success is Our #1 Priority”
1
Dr. Jill Jacoby, Elementary Principal
The Fort Cherry Elementary Center is a 21st century
facility designed to meet the education needs of the
students of the Fort Cherry School District.
Our State of the Art facility consists of thirty-four
classrooms with specialized suites for Art, Music,
Library, and Computer Studies. The school is
equipped with a standard-sized gym containing a
hardwood floor, bleachers, scoreboard and PA
system. The cafetorium consists of a full-functioning
cafeteria with in-house daily-prepared hot lunches
and a generous stage for school programs.
At Fort Cherry, the students are truly our first
priority. We seek to identify the needs of each child
and to continually revise the educational
environment which will allow each child to achieve
success while expanding upon their abilities. A
significant number of our teachers hold advanced
and multiple degrees, and share an overwhelming
dedication to providing every child with creative and
enlightening educational opportunities to develop
their educational and life potential.
The Elementary Center is staffed by an Elementary
Principal, Elementary Guidance Counselor, Full-time
Nurse and two Main Office Secretaries. The Faculty
is comprised of 30 classroom teachers, 5 special
education teachers, 6 specialized instructors, 1
librarian, and 4 Title I specialists.
The Elementary Center promotes a standard
2
elementary curriculum aligned to the PA standards
meeting AYP for the 7th consecutive year.
Specialized programming for various ability levels is
provided through our Special Education Department.
The Elementary Center houses learning support,
emotional support and gifted programming through
on-site classrooms, incorporating inclusion to the
fullest extent possible.
We have transitioned into the 21st century through
the integration of a variety of technological
resources. Each classroom has computer stations
with Internet access. The Elementary Center has two
computer labs: primary lab and intermediate lab. A
mobile computer laptop lab is available to the
intermediate classrooms. SMART Boards are
stationed in the computer labs, all 6th grade and
special education classrooms. Two mobile SMART
Boards are available for all teachers to utilize, as
well. All K-6 teachers have projectors in their
classrooms. Also, teachers utilize classroll.com, an
innovative web-based program that allows parents to
monitor their children’s academic progress.
The Elementary Center remains committed to open
communication and encourages parents to become
actively involved in their child’s education through a
close working relationship with their child’s
teachers. We are dedicated to helping each child be
as successful as possible in an environment that
enables each student to achieve to his or her fullest
potential.
Mr. Jeremy Huber, High School Principal
Mr. Robert Motte, High School Assistant Principal
The Fort Cherry Junior-Senior High School is a focal
point for activities in the school district. The facility
has a full complement of instructional rooms and
areas to service the needs of students in grades 7-12.
Highlighted among these areas are specific rooms for
Business Education and Computer Applications,
Media Production, Agricultural Science Education,
and Engineering. Students also have access to stateof-the-art auditorium and physical fitness facilities.
Secondary students may take advantage of a wide
range of academic courses, including Advanced
Placement courses in Physics, Biology, Chemistry,
English Literature, German, Spanish, US History,
and American Government and Politics. Students can
also enroll in the University of Pittsburgh College in
High School Program’s Calculus and Statistics
courses. Individual interest can lead students toward
other district offerings, such as Economics,
Psychology, Sociology, Advanced Microsoft Office
Applications and a variety of Agriculture Education
courses. Students may elect to take Spanish, French,
German, Latin, Japanese, and Mandarin Chinese.
Students may choose from a variety of extra- and cocurricular activities in which to participate. Students
with an interest in sports may choose from baseball,
basketball, cross country, football, golf, softball,
swimming, tennis, track and field, volleyball, and
wrestling. Students may also choose from a number
of clubs and student programs, among them: Student
Council, FFA, FBLA, Yearbook, and Traffic Safety
Council.
The high school technology capabilities have
improved substantially over the past year. The high
school features 6 high-tech computer labs and 3
mini-labs in the library and 2 Science classrooms.
Most computer labs - including business, math,
engineering, and first floor labs - all house
Promethean Boards. A total of 23 classrooms in
grades 7-12 also house Promethean Boards,
including all special education classrooms. The high
school also has a total of 11 mobile computer labs: 4
in English grades 9-12, 2 in Social Studies grades 912, 3 in Math grades 9-12, 1 in Science, and 1 for
special projects. All teachers have projectors in their
classrooms. All teachers utilize classroll.com, an
innovative web-based program that allows parents to
monitor their children’s academic progress.
Post-secondary education is a priority for students at
Fort Cherry. All Fort Cherry students are encouraged
to consider some type of post-secondary education.
The High School facility is administered by a full
time staff consisting of a High School Principal,
High School Assistant Principal, Junior High
Guidance Counselor, Senior High Guidance
Counselor, Full-time Nurse, two Main Office
Secretaries, and one Guidance Secretary. The High
School faculty is comprised of 40 classroom
teachers, 7 special education teachers, and 1
librarian.
3
The Fort Cherry School District acknowledges that there are many different ways to measure student success. Our
students have personal strengths, unique to each individual. The district strives to provide many opportunities for
students to learn and develop as citizens. One measure that is an important part of a comprehensive assessment plan is
student performance on standardized tests. Although it is not the only measure of progress, standardized tests provide
data that helps educators make decisions in district-wide educational planning and programming. Other means of
measuring student success include, but are not limited to, student performance in daily classroom activities, districtwide diagnostic testing, and participation in sports and other co-curricular activities.
The PSSA, or Pennsylvania System of School Assessment, is a state-wide assessment that measures student
understanding in Math, Reading, Science, and Writing. The following is the student participation in the various PSSA
content areas by grade:
Grade 3:
Reading, Math
Grade 4:
Reading, Math, Science
Grade 5:
Reading, Math, Writing
Grade 6:
Reading, Math
Grade 7:
Reading, Math
Grade 8:
Reading, Math, Science, Writing
Grade 11:
Reading, Math, Science, Writing
All students who participate receive individual reports. The school district receives copies of each individual report to
be kept in each student’s academic file secured in each school building. The school district also maintains access to
various online data analysis systems that allow administrators and teachers to utilize the student data to make effective
data-driven decisions in the educational process. These systems include Emetric, PVAAS, and OnHand Schools.
With these systems, administrators and teachers are able to access comprehensive reports for the assessments that
outline student performance as a whole, as well as by individual student and various subgroups, by established
performance level descriptors: Advanced, Proficient, Basic, and Below Basic.
The data below outlines our students’ performance for the 2008-09 school year. Both at the high school and
elementary schools, our students have excelled in the PSSA Writing Assessment and have shown improvements in
Reading and Math at all levels. The data also shows that students have made significant progress based on federal
standards, qualifying both the Fort Cherry Elementary Center and Fort Cherry High School as meeting the Annual
Yearly Progress (AYP) as required by the federal act, No Child Left Behind (NCLB). The federal government requires
states to combine statistics from numerous years to measure annual yearly progress in subgroups where there are fewer
than forty students in each grade. Also, if any subgroup has fewer than ten students participating, percentages are not
given due to a reduction in the statistical significance of the data. The district continues to strive to provide the best
educational opportunities for all students. We are proud of our students’ accomplishments.
4
FCSD Attendance and Graduation Rates
Fort Cherry Elementary Center
Fort Cherry High School
Attendance
(%)
95.14
**
Graduation
(%)
**
87.27
Met
AYP
Y
Y
Grade 3 PSSA Math
Performance Standards
(Scaled Scores)
Advanced (≥ 1370)
Proficient (1180-1369)
Basic (1044-1179)
Below Basic (≤ 1043)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
36.0
45.3
16.0
2.7
75
24.0
44.0
24.0
8.0
25
32.3
51.6
12.9
3.2
31
36.4
45.5
12.1
6.1
33
35.7
45.2
19.0
0.0
42
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 4 PSSA Math
Performance Standards
(Scaled Scores)
Advanced (≥ 1445)
Proficient (1246-1444)
Basic (1156-1245)
Below Basic (≤ 1155)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
55.8
36.4
6.5
1.3
77
55.6
22.2
16.7
5.6
18
36.0
44.0
20.0
0.0
25
55.8
37.2
4.7
2.3
43
55.9
35.3
8.8
0.0
34
• Percentages may not total 100 due to rounding.
• Asterisk indicates fewer than 10 students in a group.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 5 PSSA Math
Performance Standards
(Scaled Scores)
Advanced (≥ 1483)
Proficient (1312-1482)
Basic (1158-1311)
Below Basic (≤ 1157)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
28.8
47.5
17.5
6.3
80
7.1
42.9
21.4
28.6
14
26.7
43.3
16.7
13.3
30
26.5
51.0
18.4
4.1
49
32.3
41.9
16.1
9.7
31
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
5
Grade 6 PSSA Math
Performance Standards
(Scaled Scores)
Advanced (≥ 1476)
Proficient (1298-1475)
Basic (1174-1297)
Below Basic (≤ 1173)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
62.2
29.3
7.3
1.2
82
44.4
22.2
22.2
11.1
9
38.1
47.6
9.5
4.8
21
51.2
36.6
9.8
2.4
41
73.2
22
4.9
0
41
• Percentages may not total 100 due to rounding.
• Asterisk indicates fewer than 10 students in a group.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 7 PSSA Math
Performance Standards
(Scaled Scores)
Advanced (≥ 1472)
Proficient (1298-1471)
Basic (1183-1283)
Below Basic (≤ 1182)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
42.6
24.5
21.3
11.7
94
0.0
33.3
33.3
33.3
9
23.7
31.6
31.6
13.2
38
38.8
26.5
18.4
16.3
49
46.7
22.2
24.4
6.7
45
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 8 PSSA Math
Performance Standards
(Scaled Scores)
Advanced (≥ 1446)
Proficient (1284-1445)
Basic (1171-1283)
Below Basic (≤ 1170)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
20.2
35.1
26.6
18.1
94
0.0
0.0
18.2
81.8
11
6.1
36.4
27.3
30.3
33
28.3
37.7
26.4
7.5
53
9.8
31.7
26.8
31.7
41
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 11 PSSA Math
Performance Standards
(Scaled Scores)
Advanced (≥ 1509)
Proficient (1304-1508)
Basic (1167-1303)
Below Basic (≤ 1166)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
20.2
33.0
23.4
23.4
94
0.0
10.5
10.5
78.9
19
21.4
25.0
10.7
42.9
28
23.9
34.8
13.0
28.3
46
16.7
31.3
33.3
18.8
48
• Percentages may not total 100 due to rounding.
• Asterisk indicates fewer than 10 students in a group.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
6
Grade 3 PSSA Reading
Performance Standards
(Scaled Scores)
Advanced (≥ 1442)
Proficient (1235-1441)
Basic (1168-1234)
Below Basic (≤ 1167)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
21.9
63.0
2.7
12.3
73
16.0
52.0
8.0
24.0
25
10.3
69.0
3.4
17.2
29
18.8
50.0
6.3
25.0
32
24.4
73.2
0.0
2.4
41
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 4 PSSA Reading
Performance Standards
(Scaled Scores)
Advanced (≥ 1469)
Proficient (1255-1468)
Basic (1112-1254)
Below Basic (≤ 1111)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
25.6
47.4
14.1
12.8
78
22.2
44.4
16.7
16.7
18
12.0
52.0
12.0
24.0
25
18.2
47.7
15.9
18.2
44
35.3
47.1
11.8
5.9
34
• Percentages may not total 100 due to rounding.
• Asterisk indicates fewer than 10 students in a group.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 5 PSSA Reading
Performance Standards
(Scaled Scores)
Advanced (≥ 1497)
Proficient (1275-1496)
Basic (1137-1274)
Below Basic (≤ 1136)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
32.5
43.8
13.8
10.0
80
21.4
0.0
35.7
42.9
14
30.0
33.3
16.7
20.0
30
30.6
38.8
18.4
12.2
49
35.5
51.6
6.5
6.5
31
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 6 PSSA Reading
Performance Standards
(Scaled Scores)
Advanced (≥ 1456)
Proficient (1278-1455)
Basic (1121-1277)
Below Basic (≤ 1120)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
37.8
42.7
12.2
7.3
82
11.1
33.3
11.1
44.4
9
23.8
38.1
23.8
14.3
21
34.1
39.0
12.2
14.6
41
41.5
46.3
12.2
0
41
• Percentages may not total 100 due to rounding.
• Asterisk indicates fewer than 10 students in a group.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
7
Grade 7 PSSA Reading
Performance Standards
(Scaled Scores)
Advanced (≥ 1470)
Proficient (1279-1469)
Basic (1131-1278)
Below Basic (≤ 1130)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
42.6
29.8
16.0
11.7
94
11.1
22.2
33.3
33.3
9
21.1
42.1
21.1
15.8
38
40.8
24.5
18.4
16.3
49
44.4
35.6
13.3
6.7
45
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 8 PSSA Reading
Performance Standards
(Scaled Scores)
Advanced (≥ 1473)
Proficient (1280-1472)
Basic (1146-1279)
Below Basic (≤ 1145)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
60.6
24.5
12.8
2.1
94
0.0
36.4
54.5
9.1
11
45.5
30.3
18.2
6.1
33
69.8
22.6
5.7
1.9
53
48.8
26.8
22.0
2.4
41
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP
Grade 11 PSSA Reading
Performance Standards
(Scaled Scores)
Advanced (≥ 1492)
Proficient (1257-1491)
Basic (1112-1256)
Below Basic (≤ 1111)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
28.7
42.6
14.9
13.8
94
5.3
10.5
26.3
57.9
19
21.4
32.1
17.9
28.6
28
34.8
34.8
13.0
17.4
46
22.9
50.0
16.7
10.4
48
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
8
Grade 4 PSSA Science
Performance Standards
(Scaled Scores)
Advanced (≥ 1470)
Proficient (1279-1469)
Basic (1131-1278)
Below Basic (≤ 1130)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
50.6
41.6
7.8
0.0
77
27.8
55.6
16.7
0.0
18
20.0
68.0
12.0
0.0
25
50.0
40.9
9.1
0.0
44
51.5
42.4
6.1
0.0
33
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 8 PSSA Science
Performance Standards
(Scaled Scores)
Advanced (≥ 1473)
Proficient (1280-1472)
Basic (1146-1279)
Below Basic (≤ 1145)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
18.3
64.5
22.6
0.0
93
0.0
30.0
70.0
0.0
10
12.1
53.1
37.5
0.0
32
21.2
67.3
21.2
0.0
52
14.6
61.0
24.4
0.0
41
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
• Asian, Native American, Migrant, LEP
Grade 11 PSSA Science
Performance Standards
(Scaled Scores)
Advanced (≥ 1492)
Proficient (1257-1491)
Basic (1112-1256)
Below Basic (≤ 1111)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
23.4
67.0
8.5
1.1
94
0.0
52.6
42.1
5.3
19
10.7
67.9
21.4
0.0
28
22.2
64.4
11.1
2.2
45
24.5
69.4
6.1
0.0
49
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
9
Grade 5 PSSA Writing
Performance Standards
(Scaled Scores)
Advanced (≥ 1909)
Proficient (1236-1908)
Basic (745-1235)
Below Basic (≤ 744)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
0.0
57.1
42.9
0.0
77
0.0
41.7
58.3
0.0
12
0.0
51.7
48.3
0.0
29
0.0
42.6
57.4
0.0
47
0.0
80.0
20.0
0.0
30
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 8 PSSA Writing
Performance Standards
(Scaled Scores)
Advanced (≥ 1748)
Proficient (11236-1747)
Basic (914-1235)
Below Basic (≤ 913)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
18.3
64.5
22.6
0.0
93
0.0
30.0
70.0
0.0
10
12.1
53.1
37.5
0.0
32
21.2
67.3
21.2
0.0
52
14.6
61.0
24.4
0.0
41
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
Grade 11 PSSA Writing
Performance Standards
(Scaled Scores)
Advanced (≥ 1806)
Proficient (1236-1805)
Basic (952-1235)
Below Basic (≤ 951)
Total Number of Students
All
Students
IEP
Econ.
Disadv.
Male
Female
23.4
67.0
8.5
1.1
94
0.0
52.6
42.1
5.3
19
10.7
67.9
21.4
0.0
28
22.2
64.4
11.1
2.2
45
24.5
69.4
6.1
0.0
49
• Percentages may not total 100 due to rounding.
• The following subgroups had fewer than 10 students participating: Black, Multiracial, Latino/Hispanic,
Asian, Native American, Migrant, LEP.
10
The Performance Series is a national test that was given to students in the Fort Cherry School District in grades 2-12
during the 2008-09 school year. This assessment is internet-based and completed on the computer. The students are
assessed in 3 categories – Math, Reading, and Language Arts. The assessment is aligned with the Pennsylvania
Academic Standards and provides teachers and students information regarding student mastery of the standards within
minutes after completing the assessment. The district is provided comprehensive reports for each grade level and
various subgroups immediately following the completion of the testing for Reading, Math, and Language Arts. With
this system teachers have the opportunity to provide lessons and study guides to students tailored to the students’
needs, based on the results of the assessment.
Normed Reference Report. One type of report is the “normed reference” report. These scores are reported in
percentiles. A percentile indicates the percentage of students that Fort Cherry test-takers have outscored. (For
example, 75% percentile score means that the Fort Cherry students scored better than 75% of all
students who took the same test nation-wide.) The data provided is based on the winter normed results.
* Data not available for grades 11, 12.
* Data not available for grades 11, 12.
11
* Data not available for grades 9-12.
Gains Report. Another type of report is the “gains report.” The purpose of this report is to measure student academic
growth from one testing period to another. Student performance is identified with a scaled score, determined by each
student’s individual performance at any given grade level on any given assessment. The data provided is the mean
scaled score for each grade level, or the average scaled score of all students in the grade level who took the assessment.
The testing periods utilized to measure the student growth in the reports provided were September/October 2008 to
May/June 2009.
12
* Data not available for grades 9-12.
13
The ACT® test assesses high school students' general educational development and their ability to complete collegelevel work. The multiple-choice tests cover 4 skill areas: English, Math, Reading, and Science. The ACT provides the
district with comparative information between our students and those who take the test state-wide and nation-wide.
Provided are the local and state average student scores, including the college readiness benchmarks established by
ACT. Over the past several years, scores in all areas have remained relatively consistent. Fort Cherry student scores
have remained consistent in Reading, English, Math, and Science
Following are local test centers, test dates, and regular deadlines for registration. For additional information regarding
the ACT or to register online, go to www.act.org. Locations for the 2010-11 testing schedule are currently not
available.
2009-10 Final ACT Scheduled Testing Date
Test Date:
Registration:
Locations:
14
June 5
May 5
Bethel Park HS
Canon McMillan HS
Trinity HS
University of Pittsburgh
2010-11 ACT Testing Schedule
Test Dates
Sept 11
Oct 23
Dec 11
Feb 12
Apr 9
Jun 11
Registration
Aug 6
Sep 17
Nov 5
Jan 7
Mar 3
May 6
The SAT is used by colleges and universities across the country as part of their entrance requirements. The SAT is an
aptitude test. It provides the district with comparative information between our students and those who take the test
state-wide and nation-wide. Through the 2005-06 school year, the test was structured in 2 parts: Verbal and Math. In
2007 administration of the SAT was restructured to include 3 parts: Reading, Writing, and Math.
In the past several years, the Fort Cherry SAT scores in Math have shown continued increases, with a slight decrease
in the past year. With the restructuring of the SAT, there are only three years of data in Reading and Writing. Student
performance over the past three years have varied on both the Reading and Writing SAT exam. Guidance Counselors
have continued to encourage students to participate in the Practice Scholastic Aptitude Test (PSAT). The high school
also offers an elective course that students can take to assist them in preparing for the SAT. After school preparation
sessions are provided for students in September 2010 at the high school prior to the fall testing. Additional after school
sessions will be considered prior to the spring administration of the SAT.
Following are local test centers, test dates, and regular deadlines for registration. For additional information
regarding the SAT or to register online, go to www.collegeboard.com. Please keep in mind that 2010-11 dates are
tentative. The College Board will release official SAT test dates in the summer.
2009-10 Final SAT Scheduled Testing Date 2010-11 SAT Schedule (Tentative)
Test Date:
June 5
Registration: May 5
Locations:
Canon McMillan HS
Mt. Lebanon HS
Trinity HS
Washington HS
Test Dates
Oct 9
Nov 6
Dec 4
Jan 22
Mar 12
May 7
June 4
Registration
Sept 8
Oct 6
Nov 3
Dec 22
Feb 9
Apr 6
May 4
15
Grade 12
Alexander Ault ● Ashlee Ault ● Zachariah Bellhy ● Stephanie Clark ● Joshua Colussy ● Matthew Colussy ● Kyle Crowley ●
Zachary Crowley ● Dustin Darnley ● Lyndsie Delprato ● Dana Donaldson ● Travis Duran ● Morgan Dysert ● Malina Foley
● Kaitlin Hoop ● Allison Kelley ● Jacob Kramer ● Brittany Lauff ● Katie Lauff ● Andrew Lucarini ● Philip Masko ● Cameron
McConnell ● Mark McEwen ● Shaylyn Meanor ● Joseph Meyer ● Marissa Miles ● Kevin Mroz ● Shae Musolino ● Jacob
Nease ● Stephanie Pershina ● David Phillips ● Jessica Popeck ● Corey Randour ● Jeanette Sekelik ● Stephen Taylor ●
Matthew Walker ● Andrew Weber ● Lyndsie Yochum
Grade 11
Megan Bates ● Carley Bershok ● Geno Bongiorni ● David Cass ● Kelsey Cloonan ● Megan Follmer ● Darren Hillberry ●
Kathleen Koesarie ● David Loeffler ● Elizabeth McVicker ● Matthew Muggar ● Tyler Nishnick ● Tyler Pesto ● Steven
Schilinski ● Emma Simmons ● Stacy Toward
Grade 10
Paige Alderson ● John Allison ● Zackary Barron ● Julianne Carter ● Ashley Clark ● Samuel Descutner ● Patrick Diamond ●
Katelyn Duran ● Amanda Hainaut ● Nicholas Hurley ● Bradley Nishnick ● Erin Skrabski ● Danielle Spinden ● Bryan
Tornabene
Grade 9
Rebekah Bellhy ● Kayla Bracall ● Kevin Cloonan ● Margo Darragh ● Megen Gray ● Thomas Koraido ● Samantha Lodge ●
Matthew Shaffer ● Callie Stewart ● Darienne Taggart ● James White
Grade 8
Matthew Bilski ● Joseph Carter ● Joshua Chalmers ● Jacob Colega ● Erin Follmer ● Savannah Guidi ● Caitlin Heslin ●
Brianna Kadlecik ● Robert Kelly ●Mariah Ketter ● Brandon Kraeer ● Laken Kumer ● Charles Lauderbaugh ● Ian Lodge ●
Matthew Love ● Kennedi Miller ● Daniel O’Lear ● Jeremy Randour ● Cassidy Renz ● Erika Rodenski ● John Ross ● Riley
Sember ● Jacob Shidel ● Steven Taylor ● Rebekah Welesko ● Kyle Witzberger
Grade 7
Erin Allison ● Matthew Amoroso ● Taylor Christian ● Madison Heil ● Nora Hironimus ● Zachery Karn ● Lainie Klinsky ●
Autumn Kramer ● Alyson Menzies ● Lauren Ragland ● Haley Schmidt ● Cheyenne Shankle
Grade 6
Philip Baker ● Samuel Bedillion ● Kailyn Chichilla ● Alyssa Chorney ● Austin Curtis ● Isabel Descutner ● Alex Freiberger ●
Michael Gavron ● Nichole Greene ● Hannah Kramer ● Daniel Lepro ● Galina Lodge ● Adam Mills ● Amber Nimal ● Sydney
Relihan ● Kelly Wagner ● Kristen Weinman
16
8th Grade American
Legion Award
Rebekah Welesko
Kyle Witzberger
12th Grade American
Legion Award
Stephanie Clark
Jacob Nease
Allegheny College
Trustees Scholarship
Andrew Lucarini
Boilermaker’s
Retirees Local #154
Award
Dana Donaldson
California University
of Pennsylvania
Mary Graham Noss
Scholarship
Kevin Mroz
Consol Energy
Scholarship
Robert Bell
Chatham University
Rachel Carson Book
Award
Kelsey Cloonan
Duquesne University
Duquesne University
Academic Scholarship
Greta Englert
Elks National
Foundation
Most Valuable
Student Scholarship
Morgan Dysert
Eugene & Neil
Petrucci Fund
Dana Donaldson
Lyndsie Yochum
Fairmont State
Aladdin Scholarship
Shaylyn Meanor
FCEA Scholarship
Marissa Miles
Allison Kelley
Stephanie Clark,
Honorable Mention
Helper’s Group
Award
Brianna Cardillo
Erin Follmer
Benson Gardner
Riley O’Connor
Jayden Polowishak
Gwen Rice
Sara Rogale
Noah Schwab
Callie Stewart
Global Travel
Scholarship
Kelsey Cloonan
Emma Simmons
Hickory Lioness Club
Award
Marissa Miles
Hillsdale College
Ebersole
Marksmanship
Scholarship
Kaitlin Hoop
Hugh O’Brien Youth
Ambassador
Julianne Carter
Johnston Family
Scholarship
Stephanie Clark
Joseph Lauff Science
Award
Lyndsie Delprato
Jules DuBois Math
Award
Travis Duran
Lake Erie College
Leadership
Scholarship
Lyndsie Delprato
Leaders of Tomorrow
Award
David Phillips
Mount Union College
Hartshorn Award
Kyle Crowley
National Merit
Scholarship
Corporation
Commended Student
Ashley Delaney
The PA Society of the
Sons of the American
Revolution
Eagle Scout Local
Chapter Award
Christopher White
Penn State University
Penn State Trustee
Award, Beaver
Campus
Dana Donaldson
Blue & White
Scholarship, Fayette
Campus
Joshua Colussy
Team Hickory
Transportation
Scholarship Fund
Award
Stephanie Pershina
United States Marines
Scholastic Excellence
Award
Travis Duran
People to People
Student Ambassador
Morgan Dysert
University of
Pittsburgh, Titusville
Panizza Family
Scholarship
Cody Turner
Reaxis Inc. 2009
Scholarship
Marissa Miles
Robert Morris
University
Merit Scholarship
Stephanie Pershina
Sidney Walter
Safe Driving Essay
Award
Greta Englert
University of
Minnesota
Maroon National
Scholarship Award
Morgan Dysert
Waynesburg
University
Waynesburg Honor
Scholarship
Harley Davidson
St. Vincent College
St. Vincent College
Award
Brittany Lauff
Alumni Grant
Brittany Lauff
Leadership
Scholarship
Brittany Lauff
Washington and
Jefferson College
Scholar’s Award
Zachary Crowley
Slippery Rock
University
SRU Merit
Scholarship
Corey Randour
First National Bank
Scholarship
Stephanie Clark
University
Scholarship
Stephanie Clark
Washington Kiwanis
Club
Technical Scholarship
Jeanette Sekelik
Society Daughters of
the American
Revolution DAR Good
Citizens Scholarship
Travis Duran
Sprowls College &
Post Graduate
Scholarship Fund
Lyndsie Delprato
Straight “A” Math
Award
Travis Duran
Washington Greene
County Job Training
Agency Scholarship
Marissa Miles
Western Area Career
and Technical Center
Outstanding Student
Award
Matthew Colussy,
Machine Shop
Jeanette Sekelik,
Cosmetology
Wheeling Jesuit
University
Wheeling Jesuit
University Award
Brent Liggett
Zonta International
Amelia Earhart
Leadership and
Service Recognition
Program
Kelsey Cloonan
17
Christina Bellhy
Savanna Curtis
Destinee Davis
Klarissa Diamond
Hanna Godwin
Caitlin Hamilton
Nicholas Martin
Matthew McDonald
Corey Prevade
Gabrielle Quintin
Seth Reynolds
Bryan Schultz
Shane Turkily
Taylor Yenko
Evan Alrutz
Alex Babirad
Tyler Brezinski
Ashley Campbell
Patience DeJohn
Olivia Dunn
Chade Elder
Kaitlyn Frame
Shane Hamilton
Michael Lauff
Victoria Inskipt
Justin Iskey
Luke Liggett
Alan Lucarini
Jesse McKean
Branna Menke
Nick Miller
Ashley Morris
Amelia Motte
Anthony Panizza
Emily Rupnik
Sarah Totin
Jordan Weeks
Garrett Whalen
Kalene Witzberger
Breanna Wussick
Allison White
Haley Zinn
Phillip Baker
Austin Curtis
Alex Freiberger
Matthew McDonald
Kristen Weinmen
Taylor Yenko
18
Christina Bellhy
Kaitlyn Frame
Galina Lodge
Rachael Sturgeon
Dr. Charles M. Hughey Award
Marissa Miles
Fort Cherry Outstanding Senior Female Athlete Award
Marissa Miles
Fort Cherry Outstanding Senior Male Athlete Award
Andrew Lucarini
National Italian American Sports Hall of Fame Female Nominee
Harley Davidson
National Italian American Sports Hall of Fame Male Nominee
Marc Zeno
Pennsylvania Sports Hall of Fame Nominee
Kaitlin Hoop
Robert J. Gaitens, Sr. Memorial Female Scholar/Athlete Award
Sidney Walter
Robert J. Gaitens, Sr. Memorial Male Scholar/Athlete Award
Zachariah Bellhy
Tri-County Athletic Directors Scholar/Athlete Female Nominee Award
Marissa Miles
U.S. Army Reserve National Female Scholar/Athlete Award
Stephanie Clark
U.S. Army Reserve National Male Scholar/Athlete Award
Robert Bell
U.S. Marine Corp. Distinguished Female Athlete Award
Melissa McGivern
U.S. Marine Corp. Distinguished Male Athlete Award
Kevin Mroz
Wendy’s High School Heisman Award Female Athlete Award
Marissa Miles
Wendy’s High School Heisman Award Male Athlete Award
Dustin Darnley
WPIAL Female Scholar/Athlete Nominee Award
Marissa Miles
WPIAL Male Scholar/Athlete Nominee Award
David Phillips
\
The Fort Cherry School District attempts to secure grant funding to support its educational programs on an ongoing basis.
The school district utilizes the Grant Advisory Council, as well as a number of assessment and evaluation measures, to assist
in the identification of appropriate programs to fund. The school district is careful to choose appropriate funding sources
through which to secure additional funding to aid in the continuance of educational programs appropriate for our students,
staff, and community. Following are descriptions the most recent initiatives in which the school district has been fortunate
enough to participate for the 2009-10 school year.
Accountability Block Grant
The Accountability Block Grant is a state-funded initiative that provides funding to a school district to be allocated to eleven
different educational initiatives. In general, the Fort Cherry School District has allocated its funding to the following
strategies: Tutoring Before/After School (grades 7-12), Intensive Instruction for Struggling Students During the School Day
(grades 7-12), Science and Applied Knowledge Skills (grades K-12), High School Reform (grades 9-12), New
Curricula/Course Offerings (grades 7-12), Social and Health Services (grades 7-12), and Research-Based Improvement
Strategies (grade 1).
Classrooms for the Future Technology Coach
The Classrooms for the Future grant is a state-funded initiative that is transforming the way high school teachers teach and
how students learn. In the past, the grant provided funding to equip high school classrooms with enhanced technology,
laptop computers and other state-of-the art resources. Currently, funding is provided to sustain the technology coach
position. The technology coach assists teachers in the transition to utilizing and integrating advanced technology in daily
instruction. At the Fort Cherry High School, classrooms that have been funded include 4 English classes (grades 9-12), 2
Social Studies classes (grades 9-12), and 2 Math classes (grades 9-12).
Dual Enrollment
The Dual Enrollment grant is a state-funded initiative that directly supports students who elect to take courses for college
credit while they are in high school. The district currently has Concurrent Agreements with the Community College of
Allegheny County and the University of Pittsburgh. Students may take any pre-approved course through the college and
university for both college and high school credit. The funding pays for course credits and fees for eligible students who earn
a “C” or better on the course.
Education Assistance Program (EAP)
The EAP initiative provides extended learning opportunities and is designed to boost student achievement and help all
students succeed by utilizing evidenced-based instructional models. The funding provides tutoring in Math and Reading for
students in grades 7-12. Tutoring is mandatory for all students who do not score Proficient or Advanced on the PSSA
Reading Assessment and/or PSSA Mathematics Assessment AND/OR do not meet proficiency standards on the
Performance Series Reading and/or Mathematics Assessment. Students are required to participate in a minimum of 45 hours
of tutoring in each subject in which they do not meet the proficiency requirement. Tutoring is provided during the school day
during study halls and after school.
Individuals with Disabilities Education Improvement Act
The Individuals with Disabilities Education Improvement Act (IDEIA) is a federal program that provides funding for the
education of students with disabilities. The school district utilizes pass-through funds to provide support services for students
in the school district identified with a disability under IDEIA. Support services may be provided by paraprofessionals, school
psychologists, psychiatrists, social workers, occupational therapists, vision therapists, audiologists, physical therapists,
orientation and mobility therapists, and/or assistive technology technicians. Other benefits of IDEIA include ongoing
professional education and instructional materials.
Math and Science Partnership
The Math and Science Partnership (MSP) program is a foundation grant funded by the National Science Foundation. MSP is
a major research and development effort that supports innovative partnerships to improve K-12 student achievement in
20
mathematics and science. MSP projects are expected to raise the achievement levels of all students and significantly reduce
achievement gaps in the mathematics and science performance of diverse student populations. In order to improve the
mathematics and science achievement of the Nation's students, MSP projects contribute to the knowledge base for
mathematics and science education and serve as models that have a sufficiently strong evidence base to be replicated in
educational practice. The Fort Cherry School District, in partnership with the Math and Science Collaborative of Southwest
Pennsylvania, generally, utilizes funding to provide ongoing professional education for K-12 teachers of math and science
and school leaders and to provide research-based instructional resources for students.
Range Resources Grant
The Fort Cherry School District in partnership with Range Resources offers science-based competitive mini-grants to Fort
Cherry School District teachers on an annual basis. These mini-grants are made available by the school district in an effort
to recognize and support the efforts that teachers are making to educate our students in the areas of local, regional, national,
and global environmental and business management issues.
Safe and Drug Free Schools
Safe and Drug Free Schools funds are limited federal funds that can be used to provide anti-drug and alcohol instruction and
other safety-related education and services in the schools. Programs supported with these funds must be pre-approved by
the PA Department of Education. Generally, funding is used to provide a part-time educational consultant for the elementary
center. The educational consultant provides services to address prevention and intervention needs for such areas as drug
and alcohol prevention, violence prevention, and service learning.
Title 1
Title 1 is a federal entitlement program which provides funding to the school district based upon the number of students that
are eligible for free and/or reduced lunch. Title 1 services are provided at the Fort Cherry Elementary Center Title 1 Reading
services in grades K-4, and Title 1 Math services in grades 2-5.
Title 2A
The Title 2A program is a federal program that supports class size reduction at the elementary center and the induction
program for new teachers. The funding generally supports the salary and benefits of a teacher at the elementary center to
continue the reduction of class size. It also supports the district’s induction program for newly hired teachers, as mandated by
the Pennsylvania Department of Education. The Fort Cherry School District requires all teachers new to the Fort Cherry
School District to participate in an induction or orientation program. Teachers new to teaching and/or who have not
completed a state-approved induction program must complete a 3-year comprehensive Induction Program. Teachers with
teaching experience but who are new to this school district must complete a 1-year orientation program.
Title 3
The Title 3 program is a federal program that supports English as a Second Language instruction. The program helps eligible
students develop fluency in the English language. Funds are used to provide summer programming for eligible students.
21
The Fort Cherry School District, as required by law, issues notification to parents concerning special education programs,
privacy rights of parents and students, screening and evaluation, and Chapter 15 services. It is the policy of the Fort Cherry
School District not to discriminate on the basis of sex, race, color, national origin, handicap or age in its educational and
vocational programs, activities or employment as required by Title IX, Section 504 and Title VI. For information regarding
civil rights or grievance procedure, contact: Fort Cherry School District Superintendent’s Office.
Public Notice on Right to Request Teacher Qualifications
As a parent of a student in the Fort Cherry School District, you have the right to know the professional qualifications of the
teachers who instruct your child. Federal law allows you to ask for certain information about your child’s classroom teachers
and requires the district to give you this information in a timely manner if you ask for it. Specifically, you have the right to ask
for the following information about each of your child’s teachers:
•
•
•
•
Whether the Pennsylvania Department of Education has licensed or qualified the teacher for the grades and subjects
he/she teaches;
Whether the Pennsylvania Department of Education has decided that the teacher can teach in a classroom without being
licensed or qualified under the state regulations because of special circumstances;
The teacher’s college major, whether the teacher has any advanced degree(s) and, if so, the subject of the degree; and
Whether any teacher’s aides or similar paraprofessionals provide services and, if they do, their qualifications.
Public Notice on Student Records
The collection, maintenance, and dissemination of pupil records is a legitimate and expected function of a school system.
The professional staff recognizes the confidential nature of such data and the need to strike a balance between the need for
educationally relevant information about children, and the protection of individual rights to privacy.
Student files contain only information of value in the educational process. Confidentiality of student records is maintained as
outlined in the Fort Cherry School District’s Student Record Policy. You have the right, as a parent/guardian, or eligible
student, to review the educational records maintained by the Fort Cherry School District. In addition, the Fort Cherry School
District will release, upon request of a parent or another school, records of a student who is entering another elementary or
secondary school. Parents, upon request, will be provided with a copy of the educational records.
If the school district fails to comply with the request of the parent/guardian or eligible student to review records, the
individual(s) may file a complaint with the Family Education Rights & Privacy Act Office, Department of Education, Office of
Management.
With regard to parents who do not understand the English language, the school district will attempt to inform them of their
rights in their native language. Further information regarding the policy of the collection, maintenance, and dissemination of
records is available through the principal’s office.
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects
the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the
U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These
rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level.
Students to whom the rights have transferred are "eligible students."
•
•
•
22
Parents or eligible students have the right to inspect and review the student's education records maintained by the
school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible
for parents or eligible students to review the records. Schools may charge a fee for copies.
Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or
misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal
hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to
place a statement with the record setting forth his or her view about the contested information.
Generally, schools must have written permission from the parent or eligible student in order to release any information
from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the
following parties or under the following conditions (34 CFR § 99.31): school officials with legitimate educational interest;
other schools to which a student is transferring; specified officials for audit or evaluation purposes; appropriate parties in
connection with financial aid to a student; organizations conducting certain studies for or on behalf of the school;
accrediting organizations; to comply with a judicial order or lawfully issued subpoena; appropriate officials in cases of
health and safety emergencies; and state and local authorities, within a juvenile justice system, pursuant to specific state
law.
The Fort Cherry School District complies with federal regulations. Parents/Guardians who do not want their child(ren)’s
"directory" information – such as a student's name, address, telephone number, date and place of birth, honors and awards,
dates of attendance, photograph, email, etc. – disseminated must contact the building principal.
Public Notice on Screening and Evaluation
The Fort Cherry School District uses the procedures required by law in locating, identifying and evaluating school-age
children who may require special programs or services. Procedures are:
The District, as prescribed by Section 1402 of the School Code, conducts screening of a child’s hearing acuity in
kindergarten, first, second, third, seventh, and eleventh grades. Visual acuity is evaluated yearly in kindergarten through
grade twelve, and speech and language evaluation is done upon kindergarten registration. Gross motor and fine motor skills,
academic skills, and social/emotional skills are assessed by classroom teachers on an ongoing basis. Specified needs from
all of these screening sources are noted within the child’s official file. These school records are always available to parents,
but are only open to those school officials with a “legitimate need to know”. Information from the records is released to other
persons only with the signed permission of parents or guardians. Any parent concerned with the development of their child
may contact building principals or Director of Special Education to request a screening and evaluation. Communication with
parents and exceptional students will be in English or the native language of the parents.
At the Fort Cherry Elementary Center, screening information will be used by the Instructional Support Team (IST) to meet a
child’s specific needs or to document the need for further evaluation. If it is determined that a child needs additional services,
the IST will begin the intervention, which may include adaptation in instruction, support in study skills, organization skills and
consulting with the classroom teacher and parents. Parents are notified if a child is receiving instruction support and are
encouraged to participate in all team meetings. If a student does not demonstrate significant progress with IST involvement,
parents will be asked to give written permission for the district to conduct a multi disciplinary evaluation. Contact: Building
Principal.
Upon completion of a formal evaluation, an Evaluation Report is compiled with parent involvement and includes
recommendation for interventions, based on the child’s specific needs. Parents are then invited to participate in a meeting
where the results of the Multidisciplinary Evaluation are discussed. An Individual Education Plan (IEP) is developed when
necessary for specialized student services. Parents are then presented with a Notice of Recommended Educational
Placement, with which they may agree or disagree. If parents disagree with the recommendation, the issue may be taken to
mediation, a pre-hearing, or a due process hearing.
Information about early intervention, parents’ rights, mediation, or due process procedures, specific special education
services and programs offered by the district, and the district’s educational records policy are available upon request from the
building principal. A parent may request that the district initiate a screening or evaluation of their child’s needs at any time by
contacting the building principal. Further information about these procedures may be obtained by contacting, Director of
Special Education.
Annual Notice to Protected Handicapped Students
In compliance with state and federal law, the Fort Cherry School District will provide each protected handicapped student –
without discrimination or cost to the student of their family – those related aids, services or accommodations which are
necessary to provide them equal opportunity to participate in and obtain the benefits of the school program and
extracurricular activities to the maximum extent appropriate to the student’s abilities.
In order to qualify as a protected handicapped student, the child must be of school age with a physical or mental disability,
which substantially limits or prohibits participation in or access to an aspect of the school program. These services and
protections for “protected handicapped students” are distinct from these applicable to all eligible or exceptional
23
students enrolled (or seeking enrollment) in special education programs. For further information on the evaluation procedure
and provision of services to protected handicapped students, contact: Director of Special Education.
Service for School-Age Exceptional Students
The Fort Cherry School District provides a free appropriate public education to exceptional students according to state and
federal mandates. The Fort Cherry School District provides services, which meet the needs of all eligible students within the
school community. To be eligible, a child must be of school age, need specially designed instruction and meet eligibility
criteria for mentally gifted and/or one or more of the following physical or mental disabilities as set forth in the Pennsylvania
State Standards: autism/pervasive development disorder, blindness/visual impairment, mental retardation, neurological
impairment, physical disability, emotional disturbance, specific learning disability, other health impairment, speech/language
impairment, deafness or hearing impairment and multiple disabilities.
Services designed to meet the needs of eligible students include the annual development of an Individualized Education Plan
(IEP), initial multidisciplinary evaluation and subsequent mandated re-evaluation. Levels of intervention range from least to
most restrictive as follows: supportive intervention in the regular class, supplemental intervention in the regular class,
placement in a special education class in a regular school, or placement in a special education class outside of the regular
school. The extent of special education services and location for the delivery of such services are determined by the IEP
team. Decisions are based on the student’s identified needs and abilities, chronological age, and the level of intervention
which is most appropriate and in the least restrictive environment in which a student’s needs can be met. The school district
also provides any related services required to enable the student to benefit educationally.
Public Notice of Exceptional Student Records
In accordance with Family Education Right & Privacy Act (FERPA) Office, Department of Education, the Fort Cherry School
District states the following through public notice.
The Fort Cherry School District recognizes the need to protect confidentiality of personally identifiable information in the
education records of exceptional children. The district policy for student records of exceptional children outlines the privacy
rights of both the parents and the exceptional child in the collection, maintenance, release and destruction of these records.
The parents/guardians of any student are to have access to educational records and opportunity to formally request the
amendment of records, as outlined in the district policy. The Fort Cherry School District may disclose directory information to
authorized officials unless the parent/guardian or eligible student wish to refuse disclosure of this information, in which case a
written request to this effect must be sent to: Director of Special Education.
The Fort Cherry School District will release information from a student’s educational records, with prior consent, to officials of
other primary or secondary schools or school systems in which a student seeks or intends to enroll. Transcripts to postsecondary institutions in which a student intends to enroll will be sent upon written request of parents of a student or an
eligible student.
Parents, upon written request, may receive a copy of records that may be released by the school. The parent may challenge
information contained in such records by submitting written notification to the school district.
Services of Disabled Preschool-age Children
Act 212, the Early Intervention System Act, entitles all preschool-age children with disabilities to appropriate early intervention
services. Young children experiencing developmental delays or physical or mental disabilities are eligible for early
intervention services. The Pennsylvania Department of Public Welfare is responsible for providing services to infants and
toddlers, defined as children from birth through two years of age. Contact: United Cerebral Palsy, 655 Jefferson Avenue,
Washington, PA 15301 or (724) 225-8145.
The Pennsylvania Department of Education is responsible for providing service to preschool-age children from ages threefive. Contact: Child Alert, Intermediate Unit 1, One Intermediate Unit Drive, Coal Center, PA 15423 or 1-800-328-6481.
For further information, you may also contact: Bureau of Special Education Consult Line @ 1-800-879-2301 for information
regarding regulations and procedures and Connect Services @ 1-800-692-7288 for general information concerning Special
Education topics.
24